Why a Wiki?
... Learning Need 3: Administrators and teacher leaders need to help facilitate and moderate so th…
Learning Need 3: Administrators and teacher leaders need to help facilitate and moderate so that the learning and sharing is appropriate and moving in the direction laid out by the District Office
As with physical collaboration, the wiki-based collaboration would have to be monitored, prompted and guided by both teacher leaders and administrators at the site and district level. In the scenario above, maybe a teacher leaders could have pointed out to Mrs. Smith before she added the writing outcome into the unit that it wasn't a good idea. Likewise, district and site administrators usually ensure that they support all teachers learning by planning professional development opportunities that ensure all participate.
Why a Wiki? The moderators of wikis have control over aspects of their use that would support the above learning need. Teacher leaders could monitor the changes in the unit to ensure that the course objectives were still being met, and could also monitor whether and how each teacher was participating in the collaboration. Features of wikis allow moderators to lock and unlock pages, tag pages, send messages to users, and add discussion widgets or even discussion pages. Anyone who is a member of a wiki can also look back at versions of the wiki to see who contributed and who made changes. If a particular teacher was always making changes that others didn't like or agree with, a teacher leader or administrator could use that information to coach that teacher about best practices. Moderators can always add pages, reorganize the wiki, pose questions, or otherwise guide its use.
What is a Wiki?
... Imagine that video, only instead of camping, the group is a group of teachers creating a unit …
Imagine that video, only instead of camping, the group is a group of teachers creating a unit around an essential question. Teachers upload artifacts, videos, links, lessons, collaborating along the way. The wiki technology is perfectly suited for the learning challenge at hand for a number of reasons. A wiki
Internet is acessible
creates a place for collaboration
allows for work to build on other work done before
allows teachers to participate when they have time
stores "training" material
... High School District (TUHSD) District(TUHSD) comprises three ... Unde…
High School District (TUHSD) comprises three
Understanding by Design (UbD) frameworks (McTighe
Due to budget constraints, the District does not allocate much time or money for the training and collaboration that is necessary for this work, and the teachers have a wide variety of training on using SbD/UbD to develop and refine curriculum. In addition, the one-shot training on the structure has not led to real understanding and learning about collaborating to revise curriculum. Each campus does have (or will after this summer) have a Lab Classroom, outfitted with collaboration spaces, computers and video conferencing capabilities. The learning needs are:
Teachers with little or no experience with UbD and SbD methodology need access to training and materials.
Teachers need a space to share the good work that has been done so far as well and also need a space to collaborate on and co-construct new curriculum.
Administrators and teacher leaders need to help facilitate and moderate so that the learning and sharing is appropriate and moving in the direction laid out by the District Office.
Resources and Links
Works Consulted References
Anson, C. ... 26, 38–48. Web: Available from: www.sciencedirec…
26, 38–48. Web: www.sciencedirect.com
DesimoneDesimone, L. (2011). A Primer on Effective Professional Development. Phi Delta Kappan, 92(6), 68-71.
Guo, Z., Stevens, K.J. (2011). Factors influencing perceived usefulness of wikis for group collaborative learning by first year students. Australian Journal of Educational Technology, 27(2), 221-242.
Tetard, F.; Patokorpi, E.; Packalen, K.; (2009). Using Wikis to Support Constructivist Learning: A Case Study in University Education Settings. System Sciences, 2009. HICSS '09. 42nd Hawaii International Conference on , vol., no., pp.1-10, 5-8 Jan. 2009
doi: 10.1109/HICSS.2009.499 URL: http://ieeexplore.ieee.org.proxy2.library.illinois.edu/stamp/stamp.jsp?tp=&arnumber=4755328&isnumber=4755314
Wertsch, J. Introduction. Culture, Communication and Cognition: Vygotskian Perspectives. (1985) Melbourne, Australia. Cambridge University Press. 1-17. Retrieved June 7, 2011 from:
Education, 2001. Web: http://ceo.ucdenver.edu/~brent_wilson/WebLearning.html
Using a Wiki to get lesson plans WikiTeach
Adult Learning Theory
... Self concept: Adults are self-directed - they take ownership for learning, and they direct the…
Self concept: Adults are self-directed - they take ownership for learning, and they direct their own learning. This is context dependent.
Experience: Adults have diverse experiences, giving them broad perspective but perhaps leading to ingrained ideas. Learning situations should be associated with their existing knowledge, and should be situated in real experience. Learning should be active, constructive and collaborative.
- Direction adn support
Orientation to learn: Adult learning is focused on tasks and problems rather than subjects, so learning needs to be contextualized.
Motivation to learn: This may be extrinsic, but in adults it is more often intrinsic, including seeing the benefits to the learning.
several assumptions of adult learning.
One criticism of andragogy is that it is a western perspective, based on the dominant culture of white males, and similarly, one criticism of online collaboration is that the experiences are designed without regard to the cultures of those participating. For these reasons, the designers of the wiki project must take into consideration various cultural perspectives when designing the space, and they must also develop norms for participation that take differences into account.
Constructivist and Social Constructivist Learning
Constructivist learning theory says that nothing is learned from scratch. Learning happens when a learner takes new information and relates it to what the learner already knows, combining the two sources of information to create new information. A quick explanation is provided in the following video:
Video by changelearning found at http://youtu.be/vLoPiHUZbEw
learner knows with ideas and
Huang gives a basic outline of social constructivism that says social constructivist learning is:
Interactive: Learners don't learn in isolation from each other, but still need a guide or facilitator.
Again, we see the wiki project meets qualifications for a social constructivist learning experience as described above. First, the collaborative aspect of the wiki ensures an interactive learning experience that is authentic and high quality. Teachers interacting with each other will necessarily bring learning beyond the knowledge of any one participant. This is especially true through the versions aspect of the wiki that saves each version as a historical record, and serves as a scaffold in and of itself, as teachers can easily review the products that led up to the current iteration. The process can be facilitated by the teacher leaders and the administrators in charge of moderating different pages in the wiki.
The storage of and links to all of the curricular material on the wiki could be seen as distributed intelligence. Teachers don't have to worry about keeping the design theory in their heads, as it is laid out for them on the templates. Roy D. Pea makes a case that artifacts such as a template - or indeed a wiki space - actually contain the intelligence that was needed to design them. In this way, a wiki space can store the intelligence of the designers of the UbD framework and all of the participating teachers and administrators, expanding the learning capabilities of all who are using it. In addition, the design of the wiki itself adds to the collective intelligence of the group. Wikis are very easy to use, can store multiple forms of media, provide for easy communication, and are accessible anywhere the internet is available. For the TUHSD wiki project to be successful, the wiki will have to be laid out in a way that is manageable and makes sense to the users.
Finally, the wiki allows teachers to bring different strengths to the learning environment, expanding the level of the development of the group. Instead of one master teacher in the traditional sense, the network of teachers supports each other. For example, a new teacher might look at an existing unit and quickly and easily see ways in which technology could support various aspects of student learning. A more veteran teacher could refine that inclusion based on her experiences with the students, existing technological capabilities of the school, and so on. In this way, each participant brings something of value to the experience.
A drawback to the wiki in this context is that the change could be created on the wiki without being vetted or agreed upon by the participants. Although previous versions are saved, the displayed version of the wiki contains the most recently edited version. A adult learner set in her ways could disrupt the evolution by continually re-versioning back to what she believed was right. If the wiki were designed and moderated correctly, however, this drawback would be avoided.
Why a Wiki?
... Below you will find a more in-depth description of the learning problem in the TUHSD, and a di…
Below you will find a more in-depth description of the learning problem in the TUHSD, and a discussion of why a wiki is a good tool to help solve that problem.
Learning Need 1: Teachers with little or no experience with Understanding by Design methodology need access to training and materials
Word, click here.
Why a wiki? Teachers new to TUHSD always participate in training in the theory and practice of UbD framework, and work with their Beginning Teacher Support and Assessment (BTSA) mentors for two years on adapting and creating unit plans. Once that training takes place, however, there is not much follow up to provide new ideas, templates and information from the researchers. A wiki could easily act as a place to store that information. Templates, information and videos could easily be updated as needed, and accessed by all. The historical templates would always be there in earlier versions. Wikis allow for multi-media to be imbedded and easily accessible, and through the file upload feature can contain accessible documents, pictures and other artifacts necessary for the understanding of the UbD framework.
Learning Need 2: Teachers need a space to share the good work that has been done so far as well and also need a space to collaborate on and co-construct new curriculum